This systematic literature review synthesizes empirical analyses and applications of intersectionality in discussing disability in education. Even though intersectional methodologies have gained increased attention during the last decade, disability has rarely featured in these multi-axial analyses. The systematic review explores intersections of disability with other axes of identity and social disadvantage concerning perceptions and understandings of disability in education, experiences of ex/inclusion and educational dis/advantage. The review addresses the following questions: What intersectional dimensions of disability experience are explored? In what ways do students with disabilities experience intersectional forms of discrimination and oppression? What intersectionality-based education policy and practice implications are discussed in these articles? The review's findings provide empirically tested insights into how the experience of disability is interwoven with and compounded by other markers of difference, while discussing implications for developing intersectionality-based policies and education research.